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How can we help students develop evaluative judgement? A scoping review of pedagogical approaches
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DOI：10.1080/02602938.2026.2672116.png)
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Abstract
En 中文
Evaluative judgement, the ability to know what good work looks like and act on that understanding, is increasingly recognised as a pedagogical goal in higher education. However, without a consolidated evidence base, efforts to develop students’ evaluative judgement remain scattered, making it difficult to tell which approaches are effective, what problems remain, and what requires further study. To address this gap, this paper maps how evaluative judgement has been conceptualised, measured, and implemented in higher education through a scoping review of pedagogical approaches that support students’ judgement. Across the studies, evaluative judgement was most often framed as a competency and examined through outcome-focused measures, with evidence typically reflecting teacher or researcher intentions rather than what students do during learning activities. In practice, evaluative judgement was most supported through purposefully structured learning designs that created authentic evaluative experiences. Future research should adopt a wider range of theoretical framings and prioritise process-focused evidence that captures how students form and apply evaluative judgements in practice, including considering the contextual influences that shape their decisions.
Keywords:
Evaluative judgement
higher education
scoping review
pedagogical approaches
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